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논문검색은 역시 페이퍼서치

영어영문학21검색

English21


  • - 주제 : 어문학분야 > 영문학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1738-4052
  • - 간행물명 변경 사항 : 영어영문학(~2003)→영어영문학21(2004~)
논문제목
수록 범위 : 27권 1호 (2014)

L2 Learner Corpus Analysis of Modal Expressions in Written Text

( Sung Ran Koh ) , ( Bong Gyu Kim )
21세기영어영문학회|영어영문학21  27권 1호, 2014 pp. 209-229 ( 총 21 pages)
6,100
초록보기
This study aims to compare different uses of epistemic modality used in both non-native texts (NNT) and native texts (NT) of writers based on the frequency of epistemic modality. In addition, there is an insightful exploration of how these different usage of modality should be tackled in order to foster the pragmatic competence of L2 learners in second language teaching and learning environment since the use of epistemic modality is a crucial area of pragmatic failure in the work of L2 learners. In order to answer the research questions, the range and frequency corpus program was used to show the total frequency of word usage including different types of epistemic modality. 180 NNT and 152 NT were collected and analyzed based on the categorization of epistemic modality. The study shows that can and should are prominent features, taking a higher frequency in NNT of writers among other modal expressions used. On the other hand, would and might are the ones much less used in comparison to ones in NT. In addition, NNT of writers tend to overuse a number of epistemic modality such as think, know, always, and a lot of, indicating the lack of awareness of using various types of epistemic modality particularly used by NT of writers such as would, might, seem, perhaps, likely and so on. This study also demonstrates a number of misused examples of epistemic modality which are corrected by native writers. These cases indicate the possibility of first language transfer and weak pragmatic competence of learners in second language learning environment.
6,700
초록보기
Recent interaction research has shown that corrective feedback may benefit L2 learners to varying degrees, and that certain types of feedback may be more beneficial than others, engendering much discussion and research attempts to investigate the issue. Goo`s (2012) study is one of those empirical attempts conducted in this line of research paradigm. The present study, as a conceptual replication of Goo`s original study, explores this on-going area of feedback research, the relative efficacy of different forms of corrective feedback, and whether/how phonological short-term memory (PSTM) mediates the impact of different feedback moves on the acquisition of the English that-trace filter. Twenty-nine adult high-intermediate Korean EFL learners were randomly assigned to one of three groups: a recast, metalinguistic feedback, and comparison groups. The study employed a pretest-posttest design. One intensive treatment session was implemented. Two dependent variable measures were developed/administered to assess learner performance: a timed grammaticality judgment test and a timed oral production test. Overall results showed that metalinguistic feedback was more effective than recasts at facilitating the acquisition of the target construction. PSTM was not found to be correlated with the effectiveness of recasts and metalinguistic feedback. Different patterns of learner performance were also observed depending upon the mode of dependent variable measure.

The Effects of Dictation and Dictogloss in the High School English Class: Focusing on English Collocation

( Su Jin Kim ) , ( Jee Hyun Ma )
21세기영어영문학회|영어영문학21  27권 1호, 2014 pp. 259-278 ( 총 20 pages)
6,000
초록보기
This study examined whether dictation or dictogloss is more efficient on improving Korean high school students` English collocation knowledge. The 60 Korean high school students participated in the study and they were assigned to either the dictation or dictogloss group. The participants` English collocation knowledge was measured through pre-, immediate post-, and delayed post-tests over the experimental period. The results showed that the students in the dictogloss group displayed better immediate learning outcomes than those in the dictation group, implying the immediate help from the use of dictogloss tasks in acquiring collocations. However, as to the retention of collocations, both of the dictation and dictogloss tasks were effective, showing no sustained initial advantage of dictogloss. Based on the findings of this study, implications and suggestions on how to teach L2 collocation more effectively in instructional settings were made.

Motivating EFL Students to Engage in Free Voluntary Reading: Does the Format Make a Difference?

( Bokyung Murray )
21세기영어영문학회|영어영문학21  27권 1호, 2014 pp. 279-299 ( 총 21 pages)
6,100
초록보기
Several studies have suggested that free voluntary reading (FVR) is a very useful pedagogical resource to enhance student proficiency in learning English. However, a persistent problem has existed on how best to motivate students to engage in this activity. This was a qualitative study to explore the possibility that reading format, either digital or print, may make a difference in encouraging students to participate more willingly in this activity. Four students in an English reading comprehension class volunteered to be involved in this study. All students in the class were allowed to select reading materials, both in digital and print formats, during the course of the semester. The four study participants were subjected to interviews, observations, and provided diary entries to describe their reactions to reading in these different formats. Charts were developed to present data from observations. Findings indicated that materials in both formats had a generally positive effect on encouraging these students to read, however, their preferences were somewhat inconclusive, with two students favoring digital and two preferred print materials. Data from observations was more definitive and indicated that the digital format was the preferred method for FVR. The study concluded with a discussion of limitations, and some possible implications for the classroom.

College Instructors` Perceptions of Student Course Evaluations in On-Line Learning

( Do Hyun Yun )
21세기영어영문학회|영어영문학21  27권 1호, 2014 pp. 301-317 ( 총 17 pages)
5,700
초록보기
The purpose of this study was to explore whether or not those who teach on-line courses perceive their current method of student course evaluations as an effective tool. From 20 significant statements, 5 themes emerged. Five instructors who work in 3 on-line universities participated in a focus group and completed a focus group questionnaire. From the focus group participants, 5 participants were invited to participate in in-depth interviews. The results of this study indicated that 3 on-line universities use the same course evaluation as that of off-line ones. It offers the conclusion that this type of student course evaluation tool does give the type of feedback necessary for the on-line environment. It also gives the educational implication that the more instructors receive information that is pertinent to the on-line environment and the dynamics that take place within such an environment, the more effectively they will be able to make their on-line courses.

A Review of Research on Anxiety in Language Learning: Debates, Limitations, and Current Research Needs

( Sun Young Chun )
21세기영어영문학회|영어영문학21  27권 1호, 2014 pp. 319-339 ( 총 21 pages)
6,100
초록보기
Although extensive research has been conducted in the area of foreign language anxiety, little effort has been made to synthesize past research on anxiety, particularly on divided views among researchers. Scant attention also has been paid to finding the limitations and current research needs on the topic. Thus, this paper summarizes past and current major research findings on anxiety and language learning--the relationship between foreign language anxiety and the four language skills, non-linguistic factors, and classroom practice. The paper also reviews and discusses the divided views of two groups of researchers over whether foreign language anxiety is a cause or a result of poor performance, as well as their positions behind the debates. Next, this paper discusses the limitations of previous anxiety research and also recounts current research needs. Finally, implications for practitioners are presented.
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